so I have started to plan chapters from my initial proposal and chapter plan. I am using a simple table system to get key points down and the hoping to write some words towards the end of the week . This also is the start of a reflective log so here goes:
reflection one:
what is the coalition gov doing? I have just spent some hours trying to find any reference to ICT in education and I have had some difficulty!
see Merlin Johns blog for more info
http://www.agent4change.net/policy/ict-provision/599-the-long-wait-the-tories-on-ict-and-learning.html
aggh!

Just looking at a new website developed for PGCE ICT collaboration by Rob Harrison. Well done Rob early days but this website is exactly the kind of thing that helps micro group CPD during ITE and after ITE into the first years and beyond.

The problem typically with these types of sites (IMHO as I have tried to run several) is sustainability.

There is a growing number of great communities out there my Twitter friends are probably the best!

It’s been found recently , by Ofsted, that teachers tend to teach ICT up to the limit of their own knowledge, and that this effectively holds children back. In my experience, where ICT is taught by non-specialists, this kind of “dumbing down” goes on as a matter of course. It’s not deliberate: teachers don’t know what they don’t know. It’s therefore not a criticism as such. If I taught English, it would almost certainly be superficial, because I’m not an English specialist, even though I’ve been speaking the language for over half a century. Why should we assume that if we send someone on an interactive whiteboard training course and give them a laptop for producing their worksheets, and they book their vacations online, that they’re qualified to teach ICT?

It is interesting to observe so many similar patterns beginning to emerge in different contexts in various spheres around Social Networking this year. From my focus, Education, E-Learning and EdTech, there is the growing TeachMeet phenomenon; smaller cadres of smart educators like the teachers at the EdtechRoundup weekly Flash Meetings on a Sunday night; larger and more aggregated events like Amplified (facilitated and recognised by NESTA) and, indeed, direct action like the recent writetoreply site rezzed up in a couple of days by people responding to a need within the community to easily feed back and comment on Digital Britain and other forthcoming interim government reports.All this activity does seem to be pointing the same way like iron filings around invisible social magnetic fields and there are opportunities to effect systemic change from the ground up in a distributed way – in part. But each group seems to share some of the same frustrations, cul de sacs and challenges that involve such emergent change.